辅导员与学生个别有效约谈模式创新探索——“微倾听”的理论与实践

近年来,高校辅导员的专业化与职业化得到不断推进。然而,现实工作中辅导员往往纠缠于事务性的"浅层辅导",与核心工作的需求存在一定的矛盾。本文基于现有辅导员工作实际,创造性地提出了"微倾听"的概念,用于辅导员与个别学生的面对面的交流。文章重点分享了"微倾听"的实施步骤、注意事项以及实施效果。     

The Effect of Next-Generation Catalogs on Catalogers and Cataloging Functions in Academic Libraries

Next-generation catalogs or discovery tools (NGCs) overlay existing bibliographic data and repackage it in displays that differ from the traditional catalog. Many implementations of NGCs have revealed errors, omissions, or inconsistencies in the underlying data that had not been apparent in the traditional catalog. This study explored the effect of NGCs on cataloging functions and catalogers in academic libraries, examining catalogers’ participation in the selection and implementation processes, identifying and correcting data problems, changes to procedures or workflow, and staffing.     

Aboriginal Students in Canada

Summary

This study involved the use of personal interviews of six Aboriginal students at the University of Alberta in the fall of 1999. This article includes a brief literature review of other articles that consider adult Aboriginal people as library patrons and a section on Indigenous knowledge and values. Findings include three main concerns: a lack of Indigenous resources in the library system; a lack of resource or research development concerning Indigenous issues; and a lack of services recognizing the Indigenous values of “being in relationship” and reciprocity.     

The co-construction of epistemological framing in clinical interviews and implications for research in science education

ABSTRACT

Science educators demonstrated that students’ framings – their expectations of what is going on – influence how they participate, and what science knowledge they reveal, in clinical interviews. This paper complements research that explores how interviewers are likely to affect student framings, by exploring how subtler interactions can lead students to change their framings, and thus their behaviour, in unexpected ways. We present data from interviews with two students, Sarah and Omar, as they reasoned about evaporation and condensation. Sarah demonstrated spontaneous changes in how she participated over the course of the interview, whereas Omar demonstrated subtler changes that existing methods may not capture. These changes affected the nature of scientific knowledge and reasoning demonstrated by each participant, but could not be fully explained by response to interviewer behaviour. We use the constructs of footing and positioning theory to examine how students participated during the interviews, and how this affected the ways they demonstrated knowledge and reasoning about the interview topic. In both cases, footing and positioning theory allowed us to better understand the dynamic ways students engage in the interview. This paper contributes new methods for analysing complex interview dynamics, and suggests situations for which such methods are necessary.     

Stories of practitioner enquiry: using narrative interviews to explore teachers’ perspectives of learning to learn

The Campaign for Learning’s Learning to Learn Phase 4 was a research project in which teachers undertook practitioner enquiry to explore innovative pedagogies under the umbrella term of learning to learn. In 2008, to gain greater understanding of what this process meant to the participating teachers the research team at Newcastle University undertook narrative interviews which examined three key areas: the motivation for undertaking practitioner enquiry, the experience for both teachers and students, and the support needed to facilitate success. This paper examines how the decision to use narrative interviews in conjunction with an iterative validation process supported a meaningful and ethical exchange between the teachers and researchers, where knowledge generation was foregrounded, and how despite each teacher producing a unique, highly contextual story, cross-narrative themes emerged which have enabled the research team to broaden our understanding of practitioner enquiry.     

Valuing knowledge over action: the example of gender in educational leadership

Gender inequalities in educational administration attract calls for research internationally. The degree of concern and the urgent search for cause and cure are characterised as within an epidemic logic, evoking a managerialist ‘scientific’ reliance on evidence-driven change. Taking a poststructuralist approach, the paper uses a study of South African women school principals to position gender research as a tool for change. It considers one area of their experience that impacts on their leadership, marriage, as a vehicle to explore how research might be used. The paper challenges Western Enlightenment teleological cultural assumptions. It suggests that knowledge may be all we have to continue the negotiation of power where there is no solid ground of rightness about what views and actions disempower or the contrary and that it may, in itself, be a powerful force in the face of intractable problems.     

Penning the 3 AM Thoughts: What Students Say about Writing Personally in English Class

This article features student perspectives on the role of personal writing in English class. Key findings and quotations are shared from two in-depth interviews with students who wrote exceptional personal essays as part of a narrative nonfiction unit in a 10th grade English class. Participants reported that writing personally generated more investment than a traditional academic assignment, controlling the level of sharing was key to being able to write honestly and openly, and mentor texts and writers’ notebooks were key tools which empowered their successful writing.     

What helps children in a pupil referral unit (PRU)? An exploration into the potential protective factors of a PRU as identified by children and staff

Previous studies have focused on the views of excluded children or those finding themselves in Pupil Referral Units (PRUs). Few, however, have focused on exploring views from a resilience perspective. Studies linked to resilience have tended to focus on exploring factors through quantitative rather than qualitative measures. This piece of research aimed to explore the potential protective factors of one PRU through the valuable voices of children and staff. The views of six children aged between 9 and 13 years, all with varying forms of behavioural, emotional and social difficulties, and partway through a PRU placement, were explored through semi-structured interviews supported by the use of tools and techniques to facilitate discussion. The views of four staff members were also obtained. Findings reveal the powerful perspectives that children and young people can bring in relation to what might be helping them within a particular environment. A number of potential protective factors, both within the environment and within-child factors that may operate as mechanisms in fostering positive social and academic outcomes, are identified. Implications of these findings for professional practice, and for children finding themselves in PRU provision, are discussed, with a focus on reintegration and the potential impact of changing environments for these children.